Future Goal Aspirations of Students With Extensive Support Needs: Findings From NLTS 2012

Area of Science:

• Special Education
• Disability Studies
• Transition Services

Background:

• Students with extensive support needs often face challenges in postsecondary transitions.
• Alternate assessments are used for students with significant disabilities, impacting their educational pathways.
• Understanding future goal aspirations is crucial for effective support systems.

Purpose of the Study:

• To compare the postsecondary goal aspirations of students with extensive support needs (participating in alternate assessments) with those of other students with extensive support needs and students with other disabilities.
• To examine the relationship between individualized education program (IEP)/transition planning experiences, functional skills, communication, self-advocacy, and school/community support on students' postschool goals.
• To identify disparities in expectations among students, parents, and different disability groups.

Main Methods:

• Utilized data from the National Longitudinal Transition Study 2012 (NLTS 2012).
• Compared goal aspirations across groups: students with extensive support needs (alternate assessment), other students with extensive support needs, and students with other disabilities.
• Analyzed the influence of IEP/transition planning, skills (functional, communication, self-advocacy), and support systems on postschool goals.

Main Results:

• Students with other disabilities reported higher expectations for postsecondary education, employment, independent living, and financial independence compared to all students with extensive support needs.
• All students reported higher postschool goal expectations than their parents.
• Functional, communication, and self-advocacy skills, along with support, were related to goal aspirations.

Conclusions:

• Students with extensive support needs, particularly those taking alternate assessments, may have lower postsecondary expectations, necessitating targeted interventions.
• Enhancing IEP/transition planning processes and fostering skills are critical for improving future outlooks.
• Future research should focus on effective strategies to elevate aspirations and support successful postsecondary outcomes for students with extensive support needs.